Review International Journals on Improving

Reading Skills with Children’s Books through Metacognitive Strategy : The Turkish Context

In yesterday's review, it was discussed about what journals are parts of the journal and then discussing the contents of the abstract and introduction this time I will discuss the method of the journal.

Part 4 : Method

• Research Design

Here explained about experimental design use A quasi-experimental this study examined whether there was a significant difference in the reading comprehension skill scores between the control group, which had studied by conventional teaching and reading of the 100 Basic Works, and  the experimental group, which used metacognitive strategy with children’s books of literary quality.

Participants

This study was performed on 65 students (34 males and 31 females) ranging in age from 10 to 12 in a private secondary school affiliated with the Ministry of Education in Amasya. Two fifth grade classes were randomly chosen. Because of the academic achievement scores of these students were similar to each other, one was assigned as the experimental, and the other as the control group. There were 30 students in the control group and 35 students in the experimental group.

• Instruments
• The Reading Comprehension Test

The reading comprehension test was prepared for the first time as a multiple-choice test.  First, a multiple-choice test of 60 questions was prepared to assess reading comprehension skills. To ensure the content validity, the reading comprehension test was examined and proofread by three linguists and three child literature experts. Moreover, three developmental experts were consulted to ensure the test items were appropriate to the linguistic and cognitive level of the children. Second, the reading tests, whose validity and reliability were confirmed, were given to the students in the control and experimental group, who were the focus of the research. This test was applied to the students in both groups during the pre-test and the post-test. Throughout the 8-week period, students were expected to respond to all the questions in the test considering books of literary quality that they read previously. Correct responses were given 1 point and wrong responses were given 0.

• Structured Instruction

In this study, the experimental and the control group were given two different kinds of instruction. First, the students in the experimental group were instructed about how they were going to use metacognitive strategy in books of literary quality so that they could improve their reading comprehension. This instruction consisted of three parts explaining what to do before, during, and after the reading activity. During the reading process, students were instructed in self-monitoring, which regulates reading comprehension.

Thankyou for reading and visiting this blog, next discussion.. soon. See you😊